Birds on Assateague shore during sunrise

Assateague Shore (Food Web)

Grade 5

This lesson focuses on two main ideas:

The various species that interact on Assateague Island shores
How biologists can protect Assateague birds (and their eggs) from predators

Procedure

INTRODUCTION (15 minutes)

Read the introduction to students and review new vocabulary. Students will watch the “Outdoors Maryland - Episode 3504” video. After the video, have a discussion about the essential questions and thinking questions aligned to the topic and video. Discuss the career connections related to birds and Assateague Island shore species with students.

EXTENSION (15-30 minutes)

Complete extension activities with students, as you see fit.

ASSESSMENT (15 minutes)

Have students apply their newfound knowledge by completing a Summative CER on the lesson using evidence from the video and activities as support.

REFLECTION (10 minutes)

Have students complete a reflection.

Standards

NGSS Performance Expectation

5-LS2-1 Ecosystems: Interactions, Energy, and Dynamics
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Science and Engineering Practices
Developing and Using Models
Modeling in 3–5 builds on K–2 models and progresses to building and revising simple models and using models to represent events and design solutions.
- Develop a model to describe phenomena.
Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
- Science explanations describe the mechanisms for natural events.
Disciplinary Core Ideas
LS2.A: Interdependent Relationships in Ecosystems
- The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
- Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment.
Crosscutting Concepts
Systems and System Models
- A system can be described in terms of its components and their interactions.

Maryland Environmental Literacy Standard

Standard 2
Human Dependence on Earth Systems and Natural Resources:
Environmentally literate students construct and apply understanding of how Earth’s systems and natural resources support human existence.

Summative CER

Option 1:

Construct an explanation describing the species’ relationships and dynamics that exist on Assateague Island. Use evidence and reasoning from the video and activities to support your response.

Option 2:

Construct an explanation addressing whether or not Assateague Island is a simple environment with few habitats and species or a complex environment with many habitats and species. Use evidence and reasoning from the video and activities to support your response.

Reflection Questions

Is Assateague Island considered a simple or complex environment? Why?
How do species that live on Assateague Island depend on each other and the island habitat for survival?

Summative CER Rubric

Scoring Rubric Components	No Response Score Point 0	Not There Yet Score Point 0.5	Beginning To Score Point 0.75	Yes Score Point 1.0
CLAIM	The claim is missing.	The claim is incorrect or irrelevant.	The claim partially takes a position on the topic or issue addressed within the prompt.	The claim takes an appropriate position on the topic or issue addressed within the prompt.
EVIDENCE	There is no type of evidence in the response.	The evidence is irrelevant or does not support the claim.	The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources.	The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources.
REASONING	There is no use of words, phrases, and/or clauses to create cohesion and to clarify the relationship between the claim and evidence.	The use of words, phrases, and clauses fails to show or explain any relationship between the claim and evidence.	Scientific words, phrases, and clauses used lack cohesion but partially clarify the relationship between the claim and evidence.	Appropriate scientific words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence.